Browsing by Author "Correia, Isabel"
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- Psicologia e justiça: Nota de aberturaPublication . Pereira, Maria Gouveia; Correia, IsabelInexistente
- Psicologia social da justiça: Fundamentos e desenvolvimentos teóricos e empíricosPublication . Correia, IsabelPretende-se com este artigo oferecer ao leitor uma revisão de literatura do que consideramos serem os principais desenvolvimentos teóricos e empíricos da Psicologia Social da Justiça. Para esta sistematização partimos das correntes teóricas na investigação da justiça identificadas por Tyler, Boeckman, Smith, e Huo (1997): a privação relativa, a justiça distributiva, a justiça procedimental, a justiça retributiva, tendo nós acrescentado a justiça reparadora (Braithwaite, 1999).
- Reacções à injustiça no trabalho: Impacto da crença no mundo justo, da justiça procedimental e da justiça distributivaPublication . Gago, Ana Rita; Correia, IsabelAs pesquisas anteriores apontam a crença pessoal no mundo justo (CMJ) como um recurso que ajuda as pessoas a assimilarem as injustiças da sua vida e portanto, a reagirem menos negativamente face a estas. O presente estudo examinou o impacto da crença pessoal no mundo justo na relação entre a (in) justiça procedimental e distributiva e as reacções a acontecimentos problemáticos no contexto de trabalho. Concretamente, pretendeu-se avaliar se a CMJ moderava essa relação. Foi aplicado um questionário a 84 professores de vários níveis de ensino, com idades entre os 24 e os 56 anos em que se lhes pedia que se imaginassem numa situação de (in)justiça procedimental e distributiva. No geral, os resultados mostraram que perante a injustiça procedimental os participantes que têm alta CMJ reagem mais positivamente (com mais paciência) comparativamente com os que têm baixa CMJ. Contudo, os participantes com CMJ alta reagiram à injustiça procedimental mais negativamente (negligência e voz agressiva) comparativamente com aqueles que tinham baixa CMJ. As implicações teóricas e práticas desta pesquisa são discutidas.
- Teachers' legitimacy: Effects of justice perception and social comparison processesPublication . Pereira, Maria Gouveia; Vala, Jorge; Correia, IsabelBackground. Teachers’ legitimacy is central to school functioning. Teachers’ justice, whether distributive or procedural, predicts teachers’ legitimacy. Aims. What is still do be found, and constitutes the goal of this paper, is whether unjust treatment by a teacher affects the legitimacy of the teacher differently when the student knows that the teacher was fair to a peer (comparative judgement) or when the student does not have that information (autonomous judgement). Samples. A total of 79 high school students participated in Study 1; 75 high school students participated in Study 2. Methods. Two experimental studies with a 2 justice valence (just, unjust) 9 2 social comparison processes (autonomous judgements, comparative judgements) betweenparticipants design were conducted. Study 1 addressed distributive justice and Study 2 addressed procedural justice. The dependent variable was teachers’ legitimacy. Results. In both studies, situations perceived as just led to higher teachers’ legitimacy than situations perceived as unjust. For the distributive injustice conditions, teachers’ legitimacy was equally lower for autonomous judgement and comparative judgement conditions. For procedural injustice, teachers’ legitimacy was lower when the peer was treated justly and the participant was treated unfairly, compared with the condition when the participants did not know how the teacher treated the peer. Conclusions. We conclude that teachers’ injustice affects teachers’ legitimacy, but it does it differently according to the social comparisons involved and the type of justice involved. Moreover, these results highlight that social comparisons are an important psychological process and, therefore, they should be taken into account in models of justice.
- When do people derogate or psychologically distance themselves from victims? Belief in a just world and ingroup identificationPublication . Correia, Isabel; Alves, Hélder; Sutton, Robbie; Ramos, Miguel; Pereira, Maria Gouveia; Vala, JorgeTwo factors increase the threat for individuals’ belief in a just world (BJW) posed by an innocent victim: the degree of the observer’s explicit endorsement of BJW and the fact that the victim shares a common identity with the observer. In this paper, we aim to investigate whether or not these two factors (BJW and ingroup identification) have an interaction effect on each of two mechanisms that reduce the threat to BJW: victim derogation and psychological distancing from the victims. In two studies with university students we predicted and found that BJW interacted with identification with an ingroup victim to predict victim derogation (Study 1) and disidentification from the group shared with the victim (Study 2). In Study 1, the positive relationship between BJW and derogation was significant for strongly identified participants but not for weakly identified participants. In Study 2, high BJW was associated with low ingroup identification only when group salience was activated.